This study first aims to profile the beliefs of teachers of French as a second and foreign language (FSFL) about teaching and learning in online learning environments (OLEs). Secondly, it aims to understand in what ways the beliefs reflect the evolution of approaches, learning theories and use of technology in the teaching of FSFL throughout the past century. The historical and conceptual framework against which the beliefs are interpreted includes an outline of a vision of learning FSFL in the 21^st century.

            The study took an ecological perspective as a means of gaining insight into the relationships between OLEs and teachers’ beliefs about teaching and learning in such environments. Comparisons are made between traditional and online learning environments and the types of beliefs and approaches to learning that each best supports. Beliefs are defined as a complex and interrelated system of personal knowledge that serves as implicit theories and cognitive maps for experiencing and responding to reality.

            Data collection methods incorporated use of a 10 month long international, online discussion list as well as the distribution of 130 open-ended questionnaires throughout the province of Newfoundland and Labrador, Canada. Individual dialogues or discussions were held with 16 participants from the discussion list as well as 5 participants from the questionnaire respondents. The participants represented both users and non-users of online technologies primarily in the K-12 system.

            The profile of the beliefs resulted in approximately 400 beliefs spread over two categories representing respectively advantages or challenges to use of OLEs. The sub-categories of advantages related to resources and information; communication and collaboration; real-world learning; motivation; learning; and teaching. The sub-category of challenges included time and the curriculum; training, support and vision; access and equipment; control and monitoring; students; and OLEs.

            The interpretation of the findings revealed that teachers’ beliefs reflect a range of approaches and learning theories. The relationship was considered between the official theories related to language learning on one hand and the implicit theories or beliefs of teachers on the other. There are beliefs particular to FSFL that present certain challenges to effective use of OLEs given the comparative domination of these environments by the use of the English language. Beliefs that are centered on learning as well as those reflecting use of the computer in the role of generator of reality appear to be compatible with use of OLEs. Four dimensions of conflict among beliefs were identified

            A process of self and social negotiation was recommended as a means of reconciling the differences between the beliefs of colleagues, students, systemic conventions and the larger school community. Recommendations were made for the provision of professional development sessions to present opportunities for exposure to beliefs that provide alternatives to knowledge transmission and to teacher-centered pedagogies. Recommendations were made for the provision of professional development opportunities to help in the development of an understanding of the nature of OLEs and the types of learning and teaching styles that they best support.

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